1. FOSTERING LEADERSHIP IN STUDENTS WITH LEARNING DISABILITIES: THE DI/LI THEORY Presented By: Tory Atkins, Brittany Vytal, and Megan Purcell

2. Why?  We need to know how to support student leaders with learning disabilities  We need to make opportunities available for students with learning disabilities to become student leaders  There is a lack of knowledge in the field about fostering leadership in students with learning disabilities

3. Population & Needs  Students leaders who have disabilities  Needs  Support Mentors Faculty/Staff Administration  Inclusion into social and academic areas of institutions  Leadership development  Interpersonal competence  Self-awareness

4. Theory Explained  Student leaders with learning disabilities go through two types of identity development, Disability and Leadership, each are broken down into 3 separate processes

5. Explanation cont’d…  Disability Identity Development  Process 1: Overcoming Marginalization  Process 2: Self-Advocacy  Process 3: Acceptance  Leadership Identity Development  Process 1: Awareness  Process 2: Engagement  Process 3: Effective Communication

6. Model Disability Identity Overcoming Marginalization Self-Advocacy Acceptance Leadership Identity Awareness Engagement Effective Communication Student Leaders

7. Disability Identity, Process 1: Overcoming Marginalization  Students with disabilities are marginalized in an academic community  In order to overcome this they need to feel like they matter  By implementing Schlossberg’s four aspects of mattering (as cited in Evans et al, 2010, pg. 32), these students can overcome the feeling of marginalization.  These aspects are: Attention: The feeling that one is noticed Importance: Belief that one is cared about Ego-extension: The feeling that someone will be proud of what one does or will sympathize with one’s failures Dependence: A feeling of being needed  During this process, students with disabilities begin to transition from feelings of not fitting in and self-consciousness into the consciousness of mattering

8. Disability Identity, Process 2: Self-Advocacy  During this stage, students with disabilities should be able to express their needs and ask for those needs to be met  They need to feel comfortable advocating for themselves with faculty, staff, friends, administration, etc.  In congruence with students self advocating, student affairs professionals must identify optimal dissonance and thus encourage growth through equal balance of support and challenge  Sanford’s (1966) Challenge and Support (as cited in Evans et al, 2010, pg. 30)

9. Disability Identity, Process 3: Acceptance  Students can come to college at different levels of acceptance with their disabilities (Gibson, 2006).  They have to reach acceptance of their disability before they can become effective leaders Students cannot go into the leadership development without the acute sense of self-awareness

10. Leadership Identity, Process 1: Awareness  Students in this stage should be able to identify characteristics in successful leaders  They should also be able to identify different leaders based on their understanding of these characteristics  Also, they should be able to identify leadership characteristics within themselves

11. Leadership Identity, Process 2: Effective Communication  Student leaders will be able to communicate with their peers on a engaging level  Also be able to successfully formulate ideas  Being able to talk to different populations including faculty, staff, administration, etc.  Chickering’s 4 th vector, developing mature interpersonal relationships (as cited in Evans et al, 2010, pg. 68).

12. Leadership Identity, Process 3: Engagement  Kolb’s Theory of Experiential Learning (Evans et al, 2010, pp. 136-152).  In the engagement process, students put what they have learned into practice and embody the role of a leader.  This could include becoming involved in extracurricular activities, signing up for student leadership positions on campus, actively encouraging the leadership development of others.

13. Becoming a Student Leader!  Students should be able to:  Identify how their disabilities impact their leadership abilities This can include recognizing how others relate to them and how they relate to others  Effectively manage the social and emotional impacts of their disability They will be able to grow from these impacts to become a strong leader in their organization or activity  Communicate effectively with their resident faculty/staff and advocate for their peers Being aware of the process of leadership with their disability, these students can better identify and encourage their peers in similar situations to become a student leader.

14. How to Apply This Theory Practically  STUDENTS  Gain better knowledge of how their two different identity developments impact becoming student leaders  Helps these students see that they have the ability to be leaders on their campuses and that their disabilities will not hinder them  Provides students with a better sense of self and how it can benefit them as a student leader  Allows for the development of leadership trainings and programs supporting these students

15. How to Apply This Theory Practically  STUDENT AFFAIRS PROFESSIONALS  Able to gain better knowledge of how two different identity developments impact them becoming leaders  How to better advertise to these students to become leaders  It will help to tailor leadership programming and trainings to support students with disabilities  Plan and implement unique opportunities that engage students into becoming leaders

16. Learning Outcomes  Civic Engagement  Students are will learn how to become effective leaders  Students are encouraged to take leadership positions in student organizations  Students can take part in emerging leaders programs and leadership courses  Interpersonal and Intrapersonal  Students will gain a realistic understanding of self  Students will identify personal attributes: identity, self esteem, confidence  Students will be able to work with people different than themselves

17. Learning Outcomes cont’d  Humanitarianism  Students will understand and appreciate how they are different from others and vice versa  Practical Competence  Students will learn how to communicate with others effectively  Knowledge acquisition, integration, and application  Students will learn what it means to be a leader and be able to integrate leadership skills into their lives  Cognitive Complexity  Students will learn how to reflect on their identities and think critically about how their identities in a broader context

18. Resources  Carter, E. W., Sweeden, B., Walter, M. J., Moss, C. K., & Hsin, C. (2011). Perspectives of Young Adults with Disabilities on Leadership. Career Development for Exceptional Individuals, 34(1), 57-67.  Evans, N. J., Forney, D. S., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: theory, research, and practice. San Francisco: Jossey-Bass Publishers.  Gibson, J. (2006). Disability and Clinical Competency: An Introduction. The California Psychologist. Retrieved from http://www.disabilitypsychology.com/wp-content/uploads/2010/11/ Disability-and-Clinical-http://www.disabilitypsychology.com/wp-content/uploads/2010/11/ Disability-and-Clinical- Competency-Article.pdf  Huger, M. S. (2011). Fostering a Disability-Friendly Institutional Climate. New Directions for Student Services, 134, 3-11.  Kornives, S. R., Longerbeam, S. D., Mainella, F., Osteen, L., Owen, J. E., & Wagner, W. (2009). Leadership identity development: Challenges in Applying a Developmental Model. Journal of Leadership Education, 8(1), 12-47. Retrieved fromhttp://www.leadershipeducators.org/Resources/Documents/jole/2009_summer/http://www.leadershipeducators.org/Resources/Documents/jole/2009_summer/ JOLE%208_1_Komives_Longerbeam_Mainella_Osteen_Owen_Wagner_2009.pdf  Learning reconsidered: A campus-wide focus on the student experience. (2004). Washington, DC: NASPA and ACPA.  Martin, J. E. & Williams-Diehm, K. (2013). Student Engagement and Leadership of the Transition Planning Process. Career Development and Transition for Exceptional Individuals, 36(1), 43-47.